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1 Proposed Revisions Texas Essential Knowledge and Skills Career and Technical Education (CTE) Education and Training Prepared by the State Board of Education TEKS Review Committees Final Recommendations, October 2014 These draft proposed revisions reflect the changes to the career and technical education (CTE) Texas Essential Knowledge and Skills (TEKS) that have been recommended by State Board of Education-appointed TEKS review committees for courses in the Education and Training Career Cluster. Proposed additions are shown in green font with underlines (additions) and proposed deletions are shown in red font with strikethroughs (deletions). Comments in the right-hand column provide explanations for the proposed changes. The following notations were used as part of the explanations: CRS information added or changed to align with the Texas College and Career Readiness Standards (CCRS) MV multiple viewpoints from within the committee VA information added, changed, or deleted to increase vertical alignment TABLE OF CONTENTS Principles of Education and Training... 2 Human Growth and Development... 6 Instructional Practices Practicum in Education and Training... 16

2 Principles of Education and Training (One-Half toone Credit). TEKS with Edits (a) General requirements. This course is recommended for students in Grades Committee Comments The Principles Course is more appropriate for 9 th and 10 th graders. We also wanted to avoid the temptation of students going backwards in the sequence i.e., taking HG and/or IPET/PET then THEN taking the principles. However, we feel that under individual circumstances local districts would still have the option of offering the principles class to 11 th and 12 th graders. (b) Introduction To be in compliance with HB5 (1) CTE instruction provides content aligned with challenging academic standards and relevant technical knowledge and skills for students to further their education and succeed in current or emerging professions. (2) The Education and Training Career Cluster focuses on planning, managing and providing education and training services, and related learning support services. Principles of Education and Training is designed to introduce learners to the various careers available within the education and training career cluster. Students use self-knowledge as well (3) asand educational and career information to analyze various careers within the education and training career cluster. Students will also gain an understanding of the basic knowledge and skills essential to careers within the education and training career cluster. Students will develop a graduation plan that leads to a specific career choice in the student's interest area. (4) Students are encouraged to participate in extended learning experiences such as career and technical student organizations and other leadership or extracurricular organizations. (5) Statements that contain the word "including" reference content that must be mastered, while those containing the phrase "such as" are intended as possible illustrative examples. (c) Knowledge and skills. (1) The student demonstrates professional standards/employability skills as required by business and industry. The student is expected to: As instructed demonstrate written communication; Professional standards for ET perform job-appropriate numerical and arithmetic application; Professional standards for ET practice various forms of communication such as verbal and non-verbal communication skills used in educational and career settings; Professional standards for ET exhibit teamwork skills; Professional standards for ET Principles of Education and Training 2

3 apply decision-making skills; Professional standards for ET (F) implement problem-solving techniques; Professional standards for ET (G) acquire conflict management skills; Professional standards for ET (H) develop leadership skills; Professional standards for ET (I) demonstrate professionalism; and Professional standards for ET (J) (2)(1) (3)(2) develop effective work ethic practices. The student completes careerinvestigations explores education and training careers by such means as shadowing, interviewing, career interest inventory, researching, and/or self-reflection. within the education and training career cluster. The student is expected to: identify anddescribe the various careers found within the education and training career clusterinvestigate the three Education and Training Programs of Study: Teaching/Training, Professional Support Services and Administration and Administrative Support; analyze transferable skills among a variety of careers within the education and training career cluster; recognize the impact of career choice on personal lifestyle; and assessdevelop the importance of productive work habitssuch as organization, time management, and initiative; attitudes;and analyze assessment results, such as an interest and ability inventory, as relative to those necessary for success in education and training The student understandsexplains societal impacts within the education and training career cluster. The student is expected to: investigate summarize politicaltrends or issues that have influenced the development of education across the United States, such as historical, societal, cultural and political and historical trends that have influenced the development of education across the United States;; and identify cultural and societal changes that have affected educational systems across the United States; and predicttheeducation and Training career clusterusejob marketby using information fromsourcessuch aslabormarket information,knowledge oftechnology, and societal or economic trends to forecast job profiles within the education and training career cluster. developmentally appropriate (to 9 th and 10th grader) real world life social skills, education and training one To Reflect the three programs of study, education and training one education and training one Makes the application of the above SEs more relevant to the student Observable, education and training one Realigned level of expectation with Blooms for a more appropriate level of measurement. Enhancement, education and training one Numbers reordered, teaching and (5)(4) The student explores careers in the teaching and training program of study. The student is training one Principles of Education and Training 3

4 (5)(4) (3) (6) (6) expected to: summarize the various roles and responsibilities of professionals in the fields of teaching and teaching and training one training; describe typical personal characteristics, qualities, and aptitudes of professionals in the fields teaching and training one of teaching and training; investigate education or training alternatives after high school for a career choice within the student's interest areas; and formulateexamineeducation or training degree plans for various occupations within the fields Clarity, teaching and training one of teaching and training. The student explores careers in the professional support services program of study. The student is Numbers reordered/ clarity expected to: summarize the various roles and responsibilities of professionals in the field of professional support services; describe typical personal characteristics, qualities, and aptitudes of professionals in the field of professional support services; investigate education and training alternatives after high school for a career choice within the education and training one student's interest areas; and formulateexamine education and training degree plans for various occupations within the Clarity, education and training one field of professional support services. Numbers reordered, administration The student explores careers in the administration and administrative support program of study. and administrative support one The student is expected to: summarize the various roles and responsibilities of professionals in the fields of administration and administrative administration and administrative support; support one describe typical personal characteristics, qualities, and aptitudes of professionals in the fields administration and administrative of administration and administrative support; support one investigate education and training alternatives after high school for a career choice within the education and training one student's interest areas; and formulateexamine education and training degree plans for various occupations within the Clarity, education and training one fields of administration and administrative support. The student investigates career opportunities within the education and training career cluster. The Eliminating due to redundancy student is expected to: compare and contrast the specific career options found within each education and training Eliminating due to redundancy Principles of Education and Training 4

5 (7) ( C) cluster program of study; use labor market information, knowledge of technology, and societal and economic trends to forecast job profiles within each cluster program of study; and use personal interests and aptitudes to identify a specific cluster program of study as a potential field of study. The student experiences authentic education and training opportunities. The student is expected to: experience educator duties and responsibilities through activities such as assisting, shadowing or observing; develop instructional materials such as visuals, teacher aids, manipulatives, lesson components and mini lessons; and formulate a personal set of beliefs relevant to education in preparation of developing a philosophy of education. Eliminating due to redundancy Eliminating due to redundancy Align with other courses, education and trainin one Align with other courses Align with other courses Align with other courses (7)(8) The student explores options in education and career planning. The student is expected to: Number change develop a graduation plan that leads to a specific career choice in the area of interest; identify high school and dual enrollment courses related to specific career cluster programs of study; identify and compare technical and community college programs that align with interest areas; and identifyand compare university programs and institutions that align with interest areas. (9) The student documents technical knowledge and skills. The student is expected to: Added employability skills - portfolio assemble basic professional portfolio components such as basic resume, samples of work, service learning log, assessment results and mock scholarship applications; and Added employability skills - portfolio present completed professional portfolio. Added employability skills - portfolio Principles of Education and Training 5

6 Human Growth and Development (One Credit). TEKS with edits (a) (b) (1) (2) (3) (4) (5) (c) (1) (F) (G) (H) (I) General requirements. This course is recommended for students in Grades Recommended prerequisite: Principles of Education and Training. Introduction. CTE instruction provides content aligned with challenging academic standards and relevant technical knowledge and skills for students to further their education and succeed in current or emerging professions. The Education and Training Career Cluster focuses on planning, managing and providing education and training services, and related learning support services. Human Growth and Development is an examination of human development across the lifespan with emphasis upon research, theoretical perspectives, and common physical, cognitive, emotional, and social developmental milestones. The course covers material that is generally taught in a postsecondary, one-semester introductory course in developmental psychology or human development. Students are encouraged to participate in extended learning experiences such as career and technical student organizations and other leadership or extracurricular organizations. Statements that contain the word "including" reference content that must be mastered, while those containing the phrase "such as" are intended as possible illustrative examples. Knowledge and skills. The student demonstrates professional standards/employability skills as required by business and industry. The student is expected to: demonstrate written communication; perform job-appropriate numerical and arithmetic application; practice various forms of communication such as verbal and non-verbal communication skills used in educational and career settings; exhibit teamwork skills; apply decision-making skills; implement problem-solving techniques; acquire conflict management skills; develop leadership skills; and demonstrate professionalism; and as instructed As instructed Committee Comments Deleted upon added on to increase readability. As instructed Professional standards/employability skills for course Human Growth and Development 6

7 (J) (1) (2) (2) (3) (3) (4) (F) (4) (5) The student understands historical, theoretical, and research perspectives of human growth and developmentthroughout the lifespan. The student is expected to: explain the role of theories in understanding human development; describe theoretical perspectives that influence human development throughout the lifespan; summarize historical influences on modern theories of human development; compare and contrast the research methods commonly used to study human development; and compare and contrast pedagogy and andragogy. The student understands the importance of prenatal care in the development of a child. The student is expected to: describe nutritional needs prior to and during pregnancy; analyze reasons for medical care and good health practices prior to and during pregnancy; outline stages of prenatal development; discuss the role of genetics in prenatal development; and determine environmental factors affecting development of the fetus. The student understands the development of children ages newborn through two years. The student is expected to: analyze the physical, emotional, social, and cognitive development of infants and toddlers; analyze various developmental theories relating to infants and toddlers; discuss the influences of the family and society on the infant and toddler; summarize strategies for optimizing the development of infants and toddlers, including those with special needs; determine techniques that promote the health and safety of infants and toddlers; and determine developmentally appropriate guidance techniques for children in the first two years of life. The student understands the development of children ages three through five years. The student is expected to: analyze the physical, emotional, social, and cognitive development of preschoolers; analyze various developmental theories relating to preschoolers; Number change /clarity Number change Number change Number change Human Growth and Development 7

8 (F) (5) (6) (F) (6) (7) (F) discuss the influences of the family and society on preschoolers; summarize strategies for optimizing the development of preschoolers, including those with special needs; determine techniques that promote the health and safety of preschoolers; and determine developmentally appropriate guidance techniques for preschoolers. The student understands the development of children ages six through ten years. The student is expected to: analyze the physical, emotional, social, and cognitive development of children in the early to middle childhood stage of development; analyze various developmental theories relating to children in the early to middle childhood stage of development; discuss the influences of the family and society on children in the early to middle childhood stage of development; summarize strategies for optimizing the development of children in the early to middle childhood stage of development, including those with special needs; determine techniques that promote the health and safety of children in the early to middle childhood stage of development; and determine developmentally appropriate guidance techniques for children in the early to middle childhood stage of development. The student understands the development of adolescents ages 11 through 19 years. The student is expected to: analyze the biological and cognitive development of adolescents; analyze the emotional and social development of adolescents; discuss various theoretical perspectives relevant to adolescent growth and development; discuss the influences of the family and society on adolescents; and summarize strategies for optimizing the development of the adolescent determine techniques that promote the health and safety of the adolescent; and Number change Number change Term growth and development are one To broaden the lens of viewing development for the adolescent to mirror that of other stages. To broaden the lens of viewing development for the adolescent to mirror that of other stages. Human Growth and Development 8

9 (G) (7) (8) (F) (8) (9) (9) (10) Determine developmentally appropriate guidance techniques for adolescents. The student understands the importance of care and protection of children and adolescents. The student is expected to: determine agencies and services provided by agencies that protect the rights of children and adolescents; summarize various resources focusing on children and adolescents; predict the impact of changing demographics and cultural diversity on the health and welfare of childrenand adolescents; analyze forms, causes, effects, prevention, and treatment of child abuse; explain the impact of appropriate health care and importance of safety of for children and adolescents; and discuss responsibilities of citizens, legislation, and public policies affecting children and adolescents. The student understands the development of adults ages 20 through 39 years. The student is expected to: analyze various development theories relating to early adults, including biological and cognitive development; analyze various development theories relating to early adults, including emotional, moral, and psychosocial development; discuss the influences of society and culture on early adults; and discuss the importance of family, human relationships, and social interaction for early adults. The student understands the development of adults ages 40 through 65 years. The student is expected to: analyze various development theories relating to middle adults, including biological and cognitive development; analyze various development theories relating to middle adults, including emotional, moral, To broaden the lens of viewing development for the adolescent to mirror that of other stages. Number change/to broaden the lens of viewing development for the adolescent to mirror that of other stages To broaden the lens of viewing development for the adolescent to mirror that of other stages/clarity To broaden the lens of viewing development for the adolescent to mirror that of other stages To broaden the lens of viewing development for the adolescent to mirror that of other stages To broaden the lens of viewing development for the adolescent to mirror that of other stages To broaden the lens of viewing development for the adolescent to mirror that of other stages Number change Number change Human Growth and Development 9

10 (10) (11) and psychosocial development; discuss the influences of society and culture on middle adults; and discuss the importance of family, human relationships, and social interaction for middle adults. The student understands the development of adults ages 66 years and older. The student is expected to: analyze various development theories relating to those within the stage of late adulthood, including biological and cognitive development; analyze various development theories relating to those within the stage of late adulthood, including emotional, moral, and psychosocial development; discuss the influences of society and culture on those within the stage of late adulthood; and discuss the importance of family, human relationships, and social interaction for those within the stage of late adulthood. Number change (11) The student understands the skills necessary for career preparation. The student is expected to: Moved to intro demonstrate skills, characteristics, and responsibilities of leaders and effective team members; demonstrate effective methods and obligations for securing, maintaining, and terminating employment; practice human-relation skills; and demonstrate effective verbal, non-verbal, written, and electronic communication skills.; (12) The student explores opportunities available in education and training. The student is expected to: assess personal interests, aptitudes, and abilities as related to the various stages of human growth and development; evaluate employment and entrepreneurial opportunities andincluding education requirements in the educational field of interest; and clarification propose short-term and long-term education and career goals.; clarification demonstrate effective methods and obligations for securing, maintaining, and terminating employment; (13) The student documents technical knowledge and skills. The student is expected to: Added employability skills - portfolio updateprofessional portfolio components such as resume, samples of work, service learning log, assessment results and mock scholarship applications; and Human Growth and Development 10

11 Present completed professional portfolio to stakeholders. Human Growth and Development 11

12 Instructional Practices in Education and Training (Two credits). (a) (b) (1) (2) (3) (4) (5) (c) (1) TEKS with edits General requirements. This course is recommended for students in Grades Recommended prerequisites: Principles of Education and Training and Human Growth and Development. Introduction. CTE instruction provides content aligned with challenging academic standards and relevant technical knowledge and skills for students to further their education and succeed in current or emerging professions. The Education and Training Career Cluster focuses on planning, managing and providing education and training services, and related learning support services. Instructional Practices in Education and Training is a field-based (practicum) internship that provides students with background knowledge of child and adolescent development as well as principles of effective teaching and training practices. Students work under the joint direction and supervision of both a teacher with knowledge of early childhood, middle childhood and adolescence education and exemplary educators or trainers in direct instructional roles with elementary-, middle school-, and high school-aged students. Students learn to plan and direct individualized instruction and group activities, prepare instructional materials, develop materials for educational environments, assist with record keeping, and complete other responsibilities of teachers, trainers, paraprofessionals, or other educational personnel. Students are encouraged to participate in extended learning experiences such as career and technical student organizations and other leadership or extracurricular organizations. Statements that contain the word "including" reference content that must be mastered, while those containing the phrase "such as" are intended as possible illustrative examples. Knowledge and skills. The student demonstrates professional standards/employability skills as required by business and industry. The student is expected to: Committee Comments Recommend course name change to reflect course content Per instructions demonstrate written communication; Professional standard for ET perform job-appropriate numerical and arithmetic application; Professional standard for ET practice various forms of communication such as verbal and non-verbal communication skills used in educational and career settings; Professional standard for ET exhibit teamwork skills; Professional standard for ET Instructional Practices 12

13 apply decision-making skills; Professional standard for ET (F) implement problem-solving techniques; Professional standard for ET (G) acquire conflict management skills; Professional standard for ET (H) develop leadership skills; Professional standard for ET (I) demonstrate professionalism; and Professional standard for ET (J) develop effective work ethic practices. (1)(2) The student explores the teaching and training profession. The student is expected to: demonstrate an understanding of the historical foundations of education and training in the United States; determine and implement knowledge and skills needed by teaching and training professionals; demonstrate and implement personal characteristics needed by teaching and training professionals; identify qualities of effective schools; and education and training one Better represents classroom and fieldbased experience, teaching and training one Better represents classroom and fieldbased experience teaching and training one investigate possible career options in the field of education and training. ; education and training one (F) discuss teaching and training in non-traditional setting such as those in corporations, community outreach, non-profits and government entities; and (G) formulate a professional philosophy of education based on a personal set of beliefs. alignment (2)(3) The student understands the learner and the learning process. The student is expected to: (3) (4) relate and implement principles and theories of human development to teaching and training situations; relate and implement principles and theories about the learning process to teaching and training situations; demonstrate and implement behaviors and skills that facilitate the learning process; and explain the relationship between effective instructional practices and learning differences, learner exceptionality, and special-needs conditions. The student communicates interacts effectively in the role of an educator. The student is expected to: Better represents classroom and fieldbased experience, teaching and training one Better represents classroom and fieldbased experience, teaching and training one Better represents classroom and fieldbased experience Instructional Practices 13

14 demonstrate effective verbal, non-verbal, written, and electronic communication skills; in intro communicate effectively in situations with educators and parents or guardians; demonstrate effective interaction skills with stakeholders such as students, educators, parents/guardians, community members and other professionals; and evaluate the role of classroom communications in demonstrate techniques promoting student literacy and learning; and More inclusive Clarity demonstrate effective communication skills in teaching and training. Covered in 4A (4) (5) The student plans and develops effective instruction. The student is expected to: renumbered explain the role of the Texas Essential Knowledge and Skills (TEKS) in planning and evaluating instruction; explain the rationale for having a fundamental knowledge of the subject matter in order to plan, and prepare and deliver effective instruction; explain the rationale for and process of instructional planning; clarity describe principles and theories that impact instructional planning; create clear short-term and long-term learning objectives that are developmentally appropriate for students; and (F) demonstrate teacher lesson planning to meet instructional goals. clarity (5) (6) The student creates an effective learning environment. The student is expected to: describe and implement characteristics of a safe and an effective learning environments; More inclusive clarification Better represents classroom and fieldbased experience demonstrate teacher and trainer characteristics that promote an effective learning environment; identify classroom-management techniques that promote an effective learning environment; and describe demonstrate conflict-management and mediation techniques supportive of an effective learning environment. (6) (7) The student assesses teaching and learning. The student is expected to: describe the role of assessment as part of the learning process; analyze the assessment process; and teacher and trainer one clarity Instructional Practices 14

15 identify utilize appropriate assessment strategies for use in an instructional setting. (7) (8) The student understands the relationship between school and society. The student is expected to: explain the relationship between school and society; recognize and utilize resources for professional growth such as use family, school and community resources for professional growth; and use the support of family members, community members, and business and industry to promote learning. collaborate with stakeholders such as family, school and community to promote learning. (8) (9) The student develops technology skills. The student is expected to: (9) (10) describe the role of technology in the instructional process; use technology applications appropriate for specific subject matter and student needs; and demonstrate skillful use of technology as a tool for instruction, evaluation, and management. The student understands the professional, ethicals and legal responsibilities in teaching and training. The student is expected to: clarity Eliminated redundancy/clarity describe teacher and trainer characteristics that promote professional and ethical conduct; Clarity, teacher and trainer one (10) (11) analyze professional and ethical standards that apply to educators and trainers; the teaching and training profession; analyze situations requiring decisions based on professional, ethical and legal considerations; and analyze expected effects of compliance and non-compliance with Texas Teacher Code of Conduct. The student participates in field-based experiences in education and training. The student is expected to: apply instructional strategies and s within a local educational or training facility; and document, assess, and reflect on instructional experiences. clarity Clarity, educators and trainers one (12) The student documents technical knowledge and skills. The student is expected to: Added employability skills - portfolio update professional portfolio components such as resume, samples of work, service learning log, assessment results and mock scholarship applications; and clarity clarity Alignment present updated professional portfolio to stakeholders. alignment Instructional Practices 15

16 Practicum in Education and Training (Two to Three Credits). TEKS with edits General requirements. This course is recommended for students in Grade 12. Recommended prerequisites: Principles of Education and Training, and Human Growth and Development, and (a) Instructional Practices in Education and Training. Prerequisite: Instructional Practices (1) (2) (b) (1) (2) (3) (4) (5) (c) (1) A student shall be awarded two credits for successful completion of this course, when the student participates in at least an average of 10 hours, but less than 15 hours, per week of a paid or unpaid, laboratory- or work-based application of previously studied knowledge and skills related to the Education and Training Career Cluster A student shall be awarded three credits for successful completion of this course, when the student participates in an average of 15 hours per week of a paid or unpaid, laboratory- or work-based application of previously studied knowledge and skills related to the Education and Training Career Cluster. Introduction. CTE instruction provides content aligned with challenging academic standards and relevant technical knowledge and skills for students to further their education and succeed in current or emerging professions. The Education and Training Career Cluster focuses on planning, managing and providing education and training services, and related learning support services. Practicum in Education and Training is a field-based internship that provides students background knowledge of child and adolescent development principles as well as principles of effective teaching and training practices. Students in the course work under the joint direction and supervision of both a teacher with knowledge of early childhood, middle childhood and adolescence education and exemplary educators in direct instructional roles with elementary-, middle school-, and high schoolaged students. Students learn to plan and direct individualized instruction and group activities, prepare instructional materials, assist with record keeping, make physical arrangements, and complete other responsibilities of classroom teachers, trainers, paraprofessionals, or other educational personnel. Students are encouraged to participate in extended learning experiences such as career and technical student organizations and other leadership or extracurricular organizations. Statements that contain the word "including" reference content that must be mastered, while those containing the phrase "such as" are intended as possible illustrative examples. Knowledge and skills. The student demonstrates professional standards/employability skills as required by business and industry. The student is expected to: demonstrate written communication; As requested Per instructions Committee Comments perform job-appropriate numerical and arithmetic application; practice various forms of communication such as verbal and non-verbal communication skills Practicum in Education and Training 16

17 (F) (G) (H) (I) (J) used in educational and career settings; exhibit teamwork skills; apply decision-making skills; implement problem-solving techniques; acquire conflict management skills; develop leadership skills; demonstrate professionalism; and develop effective work ethic practices. (1) (2) The student explores the teaching and training profession. The student is expected to: analyze current trends and issues that impact education such as political, societal and economic; Better alignment with previous course demonstrate and implement knowledge and skills needed by the teaching and training profession; Assess update assessment of personal characteristics needed to work in the teaching and training profession; Better alignment with Previous course, teaching and training one Process was started in Principles of Education, teaching and training one compare schools based on qualities of effectiveness; explore qualities of effective schools; Clarity, critical thinking (F) (G) (H) refine professional philosophy of education based on a personal set of beliefs; formulate a personal philosophy of education;and explore the educational/academic requirements and possible degree/certifications available in education; create a refine personal career plan in preparation for a career in the field of education or training.: and continue to explore teaching and training in non-traditional setting such as those in corporations, community outreach, non-profits and government entities; and Clarity Fills a gap Clarity, education and training one (I) explore educational high needs and teacher shortage areas. Address new issue (2) (3) The student understands the learner and learning process. The student is expected to: apply principles and theories of human development appropriate to specific teaching or training situations; apply principles and theories about the learning process to specific teaching or training situations; Fills a gap, teaching and training one Teaching or training one Teaching or training one analyze the dynamics of personal and student behaviors and skills that facilitate the learning Clarity Practicum in Education and Training 17

18 process; and Suggest effective instructional practices to accommodate learning differences, learner exceptionality, and special-needs conditions analyze teaching skills that facilitate the learning process. demonstrate and evaluate effective instructional practices to accommodate diversity such as learning differences, learner exceptionality, and special-needs considerations Fills a gap Clarity, alignment with Texas Teacher competencies (3)(4) The student communicates interactseffectivelyin the role of an educator. The student is expected to: assess the effectiveness of personal verbal, non-verbal, written, and electronic communication skills; demonstrate and evaluate effective interaction skills with stakeholders such as students, educators, parents/guardians, community members and other professionals; and In intro communicate effectively in situations with educators and parents or guardians; demonstrate and evaluate techniques promoting literacy. More inclusive Was 3B evaluate the role of classroom communications in promoting student literacy and learning; and Clarity, teaching or training one integrate effective communication skills in teaching or training. (4)(5) The student plans and uses effective instruction. The student is expected to: renumbered apply principles and theories that impact instructional planning; develop instructional materials that align with the Texas Essential Knowledge and Skills (TEKS); demonstrate competency in core and non-core subject areas; assess personal planning create lessons plans that to meet instructional goals; clarity (F) (F) (G) analyze s for developing effective instructional strategies; evaluate and analyze effectiveness of lessons plans and analyze instructional strategies; for effectiveness; and explain how learner and professional feedback has been is used to guide selection and adjustment of instructional strategies. Draw attention to importance of the relationship between academic success and success as an educator clarity Emphasize collaborative efforts of educators Practicum in Education and Training 18

19 (5) (6) The student creates and maintains an effective learning environment. The student is expected to: create and maintain a safe and an effective learning environments; clarity integrate teacher or trainer characteristics that promote an effective learning environment; Teacher or trainer one apply classroom management techniques that promote an effective learning environment; and demonstrate specific conflict management and mediation techniques supportive of an effective learning environment. (6) (7) The student assesses instruction and learning. The student is expected to: develop and apply assessments to foster student learning; and use assessment strategies to promote personal growth and teaching or training improvement. Teaching or training one use reflective techniques to promote personal growth and teaching or training improvement (7) (8) The student understands the relationship between school and society. The student is expected to: identify and support learning through advocacy clarity select family, school and community resources for professional growth; and enhancement promote learning and build support through positive school partnership activities with stake holders such as design activitiesto build support of families, schools, communities familymembers, community members, and business/and industry.to promote learning (8) (9) The student develops technology skills. The student is expected to: (10) recommend access and utilize current technology applications appropriate for specific subject matter and student needs; and continueintegrating integrate the skillful use of technology as a tool for instruction, evaluation, and management. The student understands the professional, ethical and legal responsibilities in teaching and training. The student is expected to: continuedeveloping teacher and trainer characteristics that promote professional and ethical conduct; continue to analyze professional and ethical standards that apply to educators and trainers; continue to analyze situations requiring decisions based on professional, ethical and legal considerations; and Enhancement reflection was not clearly addressed More inclusive clarity Suggest alignment Align with previous course Align with previous course, teacher and trainer one Align with previous course, educators and trainer one Align with previous course continue to analyze expected effects of compliance and non-compliance with Texas teacher code Align with previous course Practicum in Education and Training 19

20 (9)11 of conduct. The student explores the need and opportunities for continued professional development for educators and trainers.continues development as a teaching or training professional. The student is expected to: identify strategies and resources for the professional development of educators or trainers such as research and assessment; demonstrate teacher or trainer characteristics that promote ongoing professional development and lifelong learning; and use research and assessment to improve teaching or training; and redundancy develop a plan for professional growth. plan. clarity (10)12 The student continues to participates in field-based experiences in education or training. The student is expected to: Fill a gap, educators and trainers one Enhancement, educators or trainers one Enhancement, teacher or trainer one Education or training one apply instructional strategies and s within a local educational or training facility; and Education or training one document, assess, and reflect on instructional experiences. (11)(13) The student documents technical knowledge and skills. The student is expected to: (i) (ii) (iii) (iv) (v) (vi) (vii) (viii) gather artifacts and documentation that support attainment of technical skill competencies; update a professional portfolio to include components such as a résumé, samples of work, service learning log, recognitions, awards, scholarship essays, letters of recommendation, certifications and evaluations; and attainment of technical skill competencies; licensures or certifications; recognitions, awards, and scholarships; extended learning experiences such as community service and active participation in career and technical student organizations and professional organizations; abstract of key points of the practicum; resumé; samples of work; and evaluation from the practicum supervisor; and Present the a professional portfolio to all interested stakeholders such as educators, community members, and business/industry partners in a professional setting.in a slide or poster presentation. Practicum in Education and Training 20